Grade 5 Teacher Directions C ommon F ormative A ssessment

1. Quarter Two Reading Informational Text Grade 5 Teacher Directions Common Formative Assessment

2. Quarter Two Informational Text Common Formative Assessments Team Members and Writers Deborah Alvarado Ginger Jay Sara Retzlaff Haley Christensen Jenn Johnson Jami Rider Lindsay Crowell Laycee Kinsman Jennifer Robbins Monica Darnall Berta Lule Martha Rodriguez Diane Dow Alfonso Lule Jill Russo Liana Duran Heather McCullum Brent Saxon Carrie Ellis Gina McLain Leslie Sell Sheri Fisher Shawna Munson Erin Shepherd Lindsay Garcia Gustavo Olvera Niki Thoen Stephanie Gerig Christina Orozco Erin VanDyke Brooke Godfrey Gina Paulson StephanieWilkerson Christine Goldmann Teresa Portinga Christina Walters Jamie Goldstein Judy Ramer Melissa Hancock Erin Reamer Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniel’s and her amazing editing skills.

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 10 • Student Assessment (can be printed in a small booklet form) • Pages 11 – 31 • This material is intended for assessing reading informational standards RI - 5,6 and 7 at the end of quarter two. Do NOT allow students to read the passages before the assessment. In quarter two, students are also assessed on Write and Revise (see page 5). • Student scores for the common formative assessments can be recorded on the Class Assessment Summary Sheet. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can print the entire 31 pages – then divide it into two sections (teacher and student). The student booklet would be on regular 8 ½ X 11. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 11 – 31 in small student booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

4. Directions for Common Formative Assessment • Independent Readers: • Students read selections independently without reading assistance. • Students complete the selected response answers by shading in the bubble. • Students complete the constructed response answers by writing a response for each question. • Not Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) • Read the selection and questions aloud to the student in English or Spanish. • Read the selected response answers to the student. • Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. • Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. • Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. • Assessment Class Summary Sheet (scoring) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5). • When students have completed the constructed response score ONLYwith a number from (0 – 3) as indicated by the constructed response rubric. • Write and Revise • The special section for Write and Revise includes six selected response questions. Write and Revise questions are not included on the assessment summary sheets. They are for your information and instruction. • DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). • Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 27. • The last page in the student booklet is a reflection page (page 28). Students think about what they missed and why. • Present ONEspecific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: • Ideas/Suggestions: • What did you not understand about the question? • Underline words you did not understand. • Rephrase the question.

5. Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter two includes three write and revisecategories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Student results are for the teacher’s information and are not part of the assessment summary. Quarter 2 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax) Quarter 3 Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

6. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. Quarter 2 CFA Constructed ResponseAnswer Key Constructed Response RI.5.5 • Identify the text structures in each of these sections from Big Birds, Big City and Stopping the Spread. Use examples from each section to explain how they are different. Scoring: “Teacher or Rubric Language” Gives essential elements of a completeinterpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt (identify the two text structures and explain how they are different). Addresses many aspectsof the task and provides sufficient relevant evidence: Sufficient, relevant evidence would include examples from the text to show cause and effect in the section from Big Birds, Big Cityand problem and solution in the section from Stopping the Spread. Aspects that address the prompt should include at least 1 example from each section. Examples from Big Birds, Big City - Road to Recovery, would include that the U.S. government banned DDT in 1972, (effect: Today about 2,000 pairs of flacons next nationwide).” Examples of problem and solution in Stopping the Spread -Who is at Risk, explain the problems (that patients are infected with malaria) and where malaria is most seen (in Africa) and the solution of how insecticides could kill the mosquitos that transmit malaria as well as mosquito nets sprayed with insecticide. Another solution is medication. Student is focused and organized: Students writing reflects staying specific to the prompt with examples and evidence that are text dependent from the two provided sections. Students do not give information from other sections within the complete passages. The prompt response is organized in a logical way.

8. Quarter 2 CFA Constructed ResponseAnswer Key Constructed Response RI.5.6 12. Based on the articles, explain both authors’ points of view concerning the use of DDT as a pesticide. Use evidence from both texts to support your response. Scoring: “Teacher or Rubric Language..” Gives essential elements of a completeinterpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt using evidence from both texts to support the answer. Addresses many aspectsof the task and provides sufficient relevant evidence: Sufficient evidence from Big Birds, Big Cityshould include noting that DDT should not be used as a pesticide due to the relationship between its use and harm to the environment. (Egg shells that are thin, damage to the environment, possible harm to humans, etc.) Other aspects of the text for sufficient evidence could include how the discontinued use of DDT has brought back falcons to the U.S. Both of these statements would reflect the purpose of the text Big Birds, Big City (when a standard says “point of view” it could also be “purpose”). Sufficient evidence from Stopping the Spreadshould include noting that although DDT is bad for humans WHO is considering increasing DDT to kill malaria-carrying mosquitos. Stopping the Spread emphasizes the seriousness of malaria and infers that side effects of DDT is better than having malaria. Students are focused and organized: The writing focuses on the prompt consistently using a variety of sentence lengths and types.

9. Quarter 2 Pre-Assessment Constructed ResponseAnswer Key Constructed Response RI.5.7 18. Draw on information from both the NASA Photosynthesis Diagram and the text Plants are Producers, in order to explain why photosynthesis is important. Scoring: “Teacher or Rubric Language..” Student gives essential elements of a completeinterpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt (i.e., using information from two sources) to explain the value of photosynthesis. Students address many aspectsof the task and provide sufficient relevant evidence: Sufficient, relevant evidence would include examples of the roles of both plants and people in photosynthesis from the text and a description of the steps and/or cyclical nature of photosynthesis from the diagram. Students use content vocabulary correctly when providing specific examples such as the chemical reaction that takes place, the relationship between plants and people as well as the role of light and water. Students are focused and organized: The focus on photosynthesis and interdependent relationship of plants and people are clear and consistent throughout the student response. The sentences vary in length.

10. Quarter 2 CFA Selected Response Answer Key

11. Quarter Two Reading Informational Text Grade 5 Common Formative Assessment Name_________________

12. Big Birds, Big City World Almanac for Kids Spotting a tourist in New York City used to be easy. All you had to do was look for someone toting a camera and aiming it at one of the city's many high-rise buildings. These days, however, even seasoned New Yorkers are looking skyward in awe. They are admiring the city's newest attractions: peregrine falcons. These majestic birds of prey, which were on the verge of extinction, are making a comeback across the United States. Some have even moved to New York City. The falcons aren't alone in calling the Big Apple home. Bald eagles have also moved into the neighborhood. Death by DDT Peregrine falcons are the fastest creatures in the air. They can chase their prey at speeds of up to 200 miles per hour. The birds were nearly wiped out in the 1960s because of exposure to a pesticide called DDT. A pesticide is a chemical designed to kill insects and other pests that damage plants and crops. Scientists didn't realize in the 1940s, 1950s, and 1960s that DDT also harmed birds and other animals. According to biologists, DDT made the eggshells of peregrines and other birds thin and fragile. The shells broke before the baby peregrine falcons were ready to hatch. By 1970, there were only 39 known nesting pairs of peregrine falcons in the lower 48 states. Road to Recovery The U.S. government banned DDT in 1972. A year later, Congress passed the federal Endangered Species Act. The law protected many animals that were in danger of dying out, including peregrine falcons. So today, about 2,000 pairs of falcons nest nationwide, including 16 couples in New York City. The first two falcon pairs moved to the city in 1983. Some peregrine falcons have moved to NewYork City. EnglishforEveryone.org

13. Stopping the Spread By Pooja Makhijani Experts Hope to Make Malaria a Disease of the Past A pale and sick 2-year-old girl is carried into a clinic in Kenya, in Africa. She is lethargic. The girl can barely open her eyes. She isn’t even strong enough to cry. The clinic’s doctor, Mary Hamel, recognizes the signs of malaria. Malaria is a dangerous disease caused by a germ spread through mosquito bites. (See "A Parasite’s Life") If left untreated, malaria can be fatal. "It was clear she would have died if she had not received prompt, expert care," says Hamel. Fortunately, the clinic’s staff was able to provide the girl with the necessary medicine. When Hamel checked in on her later, the little girl was sitting on her hospital bed, eating bread. Who Is at Risk Hamel, a medical officer in the malaria branch of the U.S. Centers for Disease Control and Prevention (CDC), sees children with malaria every day. When a mosquito bites a person with malaria, it spreads the disease to the other people it bites. Patients infected with malaria typically experience flu-like symptoms, such as fever and chills. Without treatment, the disease can get much worse and can lead to blindness, brain damage, and death. Malaria infects about 350 million to 500 million people worldwide and claims at least 1 million victims each year, most of them children, according to the World Health Organization (WHO). About 90 percent of the world’s malaria cases happen in Africa, even though affordable mosquito nets and inexpensive insecticidesare readily available. An insecticide is a chemical used to kill mosquitoes and other insects. Most of the people at risk for malaria live in poor tropical and subtropical countries, like those in Africa. The deadly disease hasn’t been found in the United States since 1951, when it was eradicated, or eliminated, through intensive malaria control efforts. "[Malaria is] a terrible and unnecessary tragedy, especially since we know how to prevent and treat the disease," Hamel told WR News. Sadly, malaria continues to spread. Problems in the Fight Controlling malaria is difficult in poor countries. One reason is that medications to treat people who have the disease are expensive. People in rural Africa often cannot afford the drugs. "There is very little money to spend on something to prevent disease," Hamel explains. "An insecticide-treated mosquito net can save a child’s life but costs up to $6, and most families cannot afford this.“ Help Is on the Way Today, several international organizations are developing ways to reduce the number of malaria cases. Scientists around the world are working on a vaccineto fight the disease. A vaccine is a medicine that protects people from getting certain diseases. The WHO is considering increased use of the chemical DDT to kill malaria-carrying mosquitoes. DDT damages the environment and potentially harms human health. However, some countries may accept The U.S. Agency for International Development (USAID) has increased funding for other insecticides, medicines, and mosquito nets by more than 30 percent. In addition, the White House wants Congress to triple spending on malaria prevention to $300 million by 2008.

14. Name ______________ 1. Why did author most likely write the article Big Birds, Big City? RI.5.5 To help the reader understand a sequence of events. To compare and contrast different chemicals that can hurt the environment and animals. To describe different aspects of DDT. To explain the cause and effect of DDT on falcons. • In the section Experts Hope to Make Malaria a Disease of the Pastin the passage Stopping the Spread, how does the reader know the author is using a problem and solution structure? RI.5.5 • The author describes a sick girl with signs of malaria. • The author explains why the girl is sick and the medical treatment that made her better. • The author explains the sequence of events in how the girl contracted malaria. • The author explains the causes and effects of malaria.

15. Which is a cause and effect statement? RI.5.5 The federal Endangered Species Acts is no longer needed in the U.S. Birds should not build their nests on bridges and skyscrapers. The banning of DDT in the U.S. has helped increase the bird population. D. New Yorkers are looking skyward in awe. Why did the author use a description structure in the section Who is at Riskin the passage Stopping the Spread? RI.5.5 The author wanted to help control malaria in poor countries. The author wanted to describe to readers how deadly malaria can be without proper treatment. The author wants congress to pass the federal Endangered Species Act in the U.S. The author wants readers to know that many people in poor countries can’t afford the malaria vaccine.

16. How does the author of Big Birds, Big Cityeffectively explain why there are more falcons in the United States than in 1970? RI.5.5 The author explains that many falcons are moving into U.S. cities. The author explained what happened to the falcons and why their population is increasing. The author provides solutions to increase the falcon population in the United States. The author explains how many falcons are now in the United States.

17. Read these two sections from the passages then answer the question below. Big Birds, Big City- Road to Recovery The U.S. government banned DDT in 1972. A year later, Congress passed the federal Endangered Species Act. The law protected many animals that were in danger of dying out, including peregrine falcons. So today, about 2,000 pairs of falcons nest nationwide, including 16 couples in New York City. The first two falcon pairs moved to the city in 1983. Stopping the Spread- Problems in the Fight Controlling malaria is difficult in poor countries. One reason is that medications to treat people who have the disease are expensive. People in rural Africa often cannot afford the drugs. "There is very little money to spend on something to prevent disease," Hamel explains. "An insecticide-treated mosquito net can save a child’s life but costs up to $6, and most families cannot afford this.“

18. 7. Which of the following statements would both authors of Big Birds, Big Cityand Stopping the Spread agree with? RI.5.6 DDT has a negative effect on the environment and its inhabitants. The US government should not have banned DDT. DDT has no effect on the environment but remains harmful to birds DDT is a contagious disease. 8. What is the key difference between the texts Big Birds, Big City and Stopping the Spread? RI.5.6 Big Birds, Big City mainly focuses on the effects of DDT on the environment while Stopping the Spread mainly focuses on DDT’s effects on humans. Big Bird, Big City mainly focuses on the increase of the bird populations in New York while Stopping the Spread mainly focuses on the harmful effects of malaria. Big Bird, Big City mainly focuses on the effects of DDT on bird populations and Stopping the Spread mainly focuses on the effects of DDT on mosquito populations. Big Birds, Big City mainly focuses on the effects of DDT on falcon pollutions while Stopping the Spread mainly focuses on the harmful effects of malaria.

19. 9. What conclusion do bothBig Birds, Big Cityand Stopping the Spreadsupport about the use of DDT? RI.5.6 DDT can be selectively used to prevent the spread of disease. For many decades DDT’s effects were unknown to scientists. DDT’s effects are numerous including blindness and brain damage. D. The effects of DDT are very harmful. 10. Which of the following would the author of Stopping the Spread support? RI.5.6 A. DDT can selectively be used to stop the spread of malaria. B. The government should allow farmers to use DDT. C. Currently a vaccine is the only cure for malaria. D. DDT only effects bird populations.

20. 11. Which of the following would the author of Big Bird, Big City support? RI.5.6 New Yorkers should support nesting sites for peregrine falcons.. Peregrine falcons should remain on the endangered species list. C. DDT should be used to prevent the spread of malaria. D. DDT is harmful to birds because digesting DDT is lethal.

21. Plants are Producers People are consumers. We have to spend large parts of our days finding, buying, cooking and eating our food. Did you ever think it might be nice to be able to make your own food like plants do? Plants are producers and perform a process called photosynthesis using light from the sun, water and carbon dioxide. Carbon dioxide is the gas we exhale when we breathe. The end result of this chemical reaction is sugar for the plant to “eat.” The plant releases water and oxygen, a gas all animals need to breathe, into the air. So how do plants do it, and why can’t we? Plants have special structures called chloroplasts that animals don’t have. Chloroplasts are round, flat organelles that are arranged in stacks called grana. These stacks are filled with chlorophyll. Chlorophyll is what gives leafy green plants their green color. Their main job is to absorb light from the sun. Chloroplasts can absorb every color except green. Light activates the chlorophyll. It creates an energy that splits molecules of water, separating them out into hydrogen and oxygen. Chemical reactions take place. Hydrogen from the water combines with carbon from the carbon dioxide we breathe out. Oxygen is released into the air. People and plants make perfect partners. Plants rely on the carbon dioxide that we breathe out, and we rely on the oxygen that they “breathe” out. This is one good reason for protecting plant life on Earth. Algae fields near the poles produce a constant supply of oxygen for us. So do the many plants of Earth’s rainforests. We need plants in order to survive. Conservation projects around the globe are aimed at protecting our natural resources, including numerous species of plants. Our quality of life and the very quality of the air we breathe depends upon our green plant partners.

22. NASA Photosynthesis Diagram

23. 13. According to the passage what role does chlorophyll play in photosynthesis ? RI.5.7 Chlorophyll releases water and oxygen into the air for animals to breathe. Chlorophyll gives leafy green plants their green color by absorbing light from the sun. Chlorophyll combines with carbon to create oxygen released into the air. Chlorophyll activates light, igniting a chemical reaction. 14. According to the passage, what relationship does photosynthesis have between people and plants? RI.5.7 People are consumers. Carbon dioxide is the gas that people breathe. Plants create an energy that splits molecules of water, separating them out into hydrogen and oxygen. Plants rely on the carbon dioxide that we exhale and we rely on the oxygen that they “breathe” out.

24. 15. Why do people engage in conservation projects? RI.5.7 Without conservations projects, the environment will be depleted of carbon dioxide.. Conservation projects are important to photosynthesis. The Earth’s rainforests and algae fields are in danger Our quality of life depends on the health of our natural resources including plants. 16. According to the diagram, in what form does energy take when entering into the photosynthesis cycle? RI.5.7 carbon dioxide light chemical gravity

25. 17. According to the diagram, what combines with sugar in order for photosynthesis to occur? RI.5.7 oxygen energy movement to the stem and root carbon dioxide

26. 19. Read the sentence below. (Write and Revise W.2a) Birds such as the Peregrine falcon faced extinction following exposure to DDT. In what section of the text Big Birds, Big Citywould this sentence best be an appropriate addition? in the introductory paragraph in the section titled Death by DDT in the section titled Road to Recovery in the picture caption 20. Which sentence is an appropriate addition to the last paragraph in the text of Big Birds, Big City? (Write and Revise W.2b) DDT is dangerous to birds and animals. New Yorker’s are wondering where the falcons came from. Perhaps the majestic flacons will survive after all. Thin eggshells do not allow the baby falcon inside the egg to grow.

27. 21. What does the phrase “wiped out” as noted in the text, Big City, Big Birdsmean? (L.3a) fallen down extinct cleaned up tired 22. Which word or words have about the same meaning as the word lethargic as noted in the text, Stopping the Spread ? (Write and Revise L.3a) really tired very deadly allergic sickly

28. 23. Which sentence shows the correct punctuation? (Write and Revise L.2b) In what ways do plants absorb nutrients from the Earths air, and why can’t we. In what ways do plants absorb nutrients from the Earths air, and why can’t we? In what ways do plants absorb nutrients from the Earth’s air, and why can’t we? In what ways do plants absorb nutrients from the Earth’s air, and why can’t we! 24. Which sentence is punctuated correctly? (Write and Revise L.2a) Sunlight water, carbon dioxide and glucose are all part of the photosynthesis process. B. Sunlight, water carbon dioxide and glucose are all part of the photosynthesis process. C. Sunlight water carbon dioxide and, glucose are all part of the photosynthesis process. D. Sunlight, water, carbon dioxide, and glucose are all part of the photosynthesis process.

29. STOP Close your books and wait for instructions!

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